A cross-sectional survey of internet use among university students

Similarities and differences in the psychological factors associated with generalised problematic internet use, problematic social media use, and problematic online gaming

Problematic online behaviours are a concern among university students. Although previous research has identified that psychological distress, cognitive distortions, conscientiousness and neuroticism traits, motor impulsivity, and emotion regulation strategies have a significant direct effect on generalised problematic Internet use (GPIU), problematic social media use (PSMU), and problematic online gaming (POG), it is still necessary to determine the extent to which these psychological factors, taken together, are associated with each of the problematic online behaviours. In a sample of 690 Spanish university students, the present study examined the relationship of these psychological factors with GPIU, PSMU, and POG. Correlation and regression analyses were performed. Results reported that (1) high psychological distress, low conscientiousness trait and high motor impulsivity were common associated factors of GPIU and PSMU, but not of POG; (2) high levels of cognitive distortions and cognitive reappraisal were common associated factors of GPIU, PSMU and POG; and (3) expressive suppression and neuroticism trait had no effect on any of the three problematic online behaviours. The findings will help to develop effective prevention and intervention strategies for each problematic online behaviour in the university context.

Teaching critical thinking in nutritional sciences: a model course and assignments

Critical thinking is a common and important learning outcome in college curricula. Case-based and problem-based learning can be used to assess and foster critical thinking skills. HNF 250-Contemporary Issues in Human Nutrition is a critical thinking course developed during the redesign of a nutritional sciences major program. Course assignments were designed to assess the course and nutritional sciences major learning outcomes. The nutrition and health claim assignment is scaffolded across the academic semester as three assignments: 1) bibliography assignment; 2) poster presentation; and 3) paper. Course lectures and materials have been designed to prepare students for completion of each assignment. The assignments have been modified over time based on classroom observations and student performance. In 2021, the course learning outcomes were examined by assessing several assignments including the nutrition and health claim poster and paper. Course learning outcome benchmarks using these assessments generally included 80% of students achieving an 80% for each criterion. Results revealed that students were not meeting most of these assessment benchmarks during the 2021 iteration, although benchmark data from other course assessments were more satisfactory. It is possible that the transition from a virtual to an in-person format negatively influenced student performance on these course learning outcomes. This course and the nutrition and health claim assignment example can provide a course design and learning outcome assessment framework for other higher education critical thinking courses.NEW & NOTEWORTHY This paper describes how a scaffolded nutrition and health claim assignment is used to teach critical thinking skills among nutritional sciences students and examine the program's learning outcomes. Further, this course example is to serve as an model for STEM majors on how to incorporate case-based and problem-based learning strategies into an undergraduate course.

A cross-national validation of the Internet Severity and Activities Addiction Questionnaire (ISAAQ)

Problematic usage of the internet (PUI) is of increasing concern in a digitalized world. While several screening tools have been developed to assess PUI, few have had their psychometric properties evaluated, and existing scales are also not typically designed to quantify both the severity of PUI and the nature of diverse problematic online activities. The Internet Severity and Activities Addiction Questionnaire (ISAAQ), consisting of a severity scale (ISAAQ Part A) and an online activities scale (ISAAQ part B) was previously developed to address these limitations. This study undertook psychometric validation of ISAAQ Part A using data from three countries. The optimal one-factor structure of ISAAQ Part A was determined in a large dataset from South Africa, then validated against datasets from the United Kingdom and United States. The scale had high Cronbach's alpha (≥0.9 in each country). A working operational cut-off point was determined to distinguish between those with some degree of problematic use and those without (ISAAQ Part A), and insight was given into the types of potentially problematic activities that may encompass PUI (ISAAQ Part B).

Anxiety, Depression, Self-Esteem, Internet Addiction and Predictors of Cyberbullying and Cybervictimization among Female Nursing University Students: A Cross Sectional Study

BACKGROUND

Cyberbullying and cybervictimization, which have been linked to the growth of the Internet and issues with mental health, can have serious psychological and academic consequences for young individuals, yet they have received relatively little scientific attention at universities. These phenomena have become an alarming social issue due to their rising rate and devastating physical and psychological effects on undergraduate university students.

AIM

to estimate the prevalence of depression, low self-esteem, cybervictimization, anxiety, cyberbullying, and Internet addiction among Saudi female nursing university students and to identify the factors that predict cybervictimization and cyberbullying.

METHODS

Convenience sampling was used to select 179 female nursing university students with an average age of 20.80 ± 1.62 years for the purpose of conducting a descriptive cross-sectional study.

RESULTS

The percentage of students who reported having low self-esteem was 19.55%, depression (30.17%), Internet addiction (49.16%), anxiety (34.64%), cyberbullying (20.67%), and cybervictimization (17.32%). There was an inverse relationship between students' self-esteem and their risk of engaging in cyberbullying (AOR = 0.782, 95% CI: 0.830-0.950, p = 0.002) or becoming cybervictims (AOR = 0.840, 95% CI: 0.810-0.920, p < 0.001). Further, Internet addiction predicted both cyberbullying (AOR = 1.028, 95% CI: 1.012-1.049, p = 0.003) and cybervictimization (AOR = 1.027, 95% CI: 1.010-1.042, p < 0.001). The likelihood of experiencing anxiety was linked to cyberbullying (AOR = 1.047, 95% CI: 1.031-1.139, p < 0.001) and cybervictimization (AOR = 1.042, 95% CI: 1.030-1.066, p < 0.001).

CONCLUSION

Importantly, the findings suggest that programs designed to help university students avoid participating in cyberbullying activities or becoming cybervictims should take into account the influence of Internet addiction, mental health issues, and self-esteem.

Problematic smartphone use and specific problematic Internet uses among university students and associated predictive factors: a systematic review

University students are a high-risk population with problematic online behaviours that include generalized problematic Internet/smartphone use and specific problematic Internet uses (for example, social media or gaming). The study of their predictive factors is needed in order to develop preventative strategies. This systematic review aims to understand the current state of play by examining the terminology, assessment instruments, prevalence, and predictive factors associated with problematic smartphone use and specific problematic Internet uses in university students. A literature review was conducted according to the PRISMA guidelines using four major databases. A total of 117 studies were included, divided into four groups according to the domain of problem behaviour: problematic smartphone use (n = 67), problematic social media use (n = 39), Internet gaming disorder (n = 9), and problematic online pornography use (n = 2). Variability was found in terminology, assessment tools, and prevalence rates in the four groups. Ten predictors of problematic smartphone use, five predictors of problematic social media use, and one predictor of problematic online gaming were identified. Negative affectivity is found to be a common predictor for all three groups, while social media use, psychological well-being, and Fear of Missing Out are common to problematic smartphone and social media use. Our findings reaffirm the need to reach consistent diagnostic criteria in cyber addictions and allow us to make progress in the investigation of their predictive factors, thus allowing formulation of preventive strategies.

Relationship between nursing students' smartphone addiction and interaction anxiety: A descriptive relation-seeker type study

PURPOSE

This study aimed to investigate the relationship between nursing students' smartphone addiction and interaction anxiety.

DESIGN AND METHODS

This descriptive relation-seeker type study was conducted with 333 students. The Smartphone Addiction Scale-Short Version and the Interaction Anxiousness Scale were used.

FINDINGS

Of the students who participated in the study, 12% were at risk for smartphone addiction. A statistically significant correlation was determined between the scores for the two scales used.

PRACTICE IMPLICATIONS

As students' smartphone addiction risks increased, their interaction anxiety also appeared to increase, pointing to a need for guidance to restrict smartphone use in this population.